School: Public Service And Health-Nursing Program Course .
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.School: Public Service and Health-Nursing ProgramCourse Number: NURS 300Course Name: Professional Transitions in NursingCredit Hours: 3Length of Course: 8 weeksPrerequisite: NoneTable of ContentsInstructor InformationEvaluation ProceduresCourse DescriptionGrading ScaleCourse ScopeCourse OutlineCourse ObjectivesPoliciesCourse Delivery MethodAcademic ServicesCourse MaterialsSelected BibliographyInstructor InformationInstructor:Email:Table of ContentsCourse Description (Catalog)Students complete a professional self-assessment using the indicators for the professionalnursing role outlined in the Nurse Practice Act in the jurisdiction in which they are licensed.Self-assessments of competency and comfort with technology, oral, and written communicationin nursing are also completed. Action plans are formulated to facilitate development in theseareas. The practitioner, scientist and leadership roles of the professional nurse provide aframework for exploring reflective practice, evidence-based practice, and patient safety. Thehistories of nursing, medicine, allied health, public health, and global health provide a lens andcontext for exploring the scope of the professional nursing role. (3 credit hours)
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.Table of ContentsCourse ScopeThis is the introductory course for the RN to Bachelor of Science in Nursing degree program.Students in this course will examine the role of the baccalaureate-prepared registered nurse asa preparation for their course of study. The roles of nurse as a leader, scientist and practitionerof the profession will be examined and discussed. Students will have an opportunity to evaluatethemselves on issues that will impact their study as well as their practice, and will formulateaction plans which will be reviewed and utilized throughout the course of study toward theirdegree.Table of ContentsCourse ObjectivesBy the end of this course, each student will be able to: Explain the roles of the baccalaureate-prepared registered nurse in clinical practice inall areas of healthcare Summarize the growth of nursing research over time and the impact of this history oncurrent practice Analyze personal beliefs and values and their relationship to professional nursingpractice and the ANA Code of Ethics Interpret their personal learning and communication styles and potential barriers thesemay create when communicating with others who have different styles Evaluate ethical standards associated with technology use in the professional practicesetting Analyze components of an organizational culture of safety and its effect on patientoutcomes Evaluate the role of CIS systems in providing and documenting acute, chronic andpreventive patient care Evaluate evidence based nursing interventions appropriate to their work settings (5) Utilize effective communication techniques when communicating with patients, familiesand members of the healthcare team Examine strategies that nurses can employ to better meet professional and ethicalstandards of practice Articulate the value of lifelong learning and engagement in professional networksTable of ContentsCourse Delivery MethodThis course delivered via distance learning will enable students to complete academic work in aflexible manner, completely online. Course materials and access to an online learningmanagement system will be made available to each student. Online assignments are due bySunday evening of the week as noted and include Forum questions (accomplished in groups
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.through a threaded forum), examination, and individual assignments submitted for review bythe Faculty Member). Assigned faculty will support the students throughout this eight-weekcourse.Table of ContentsCourse MaterialsRequired Course TextbooksBurkhardt, M., & A. Nathaniel, Ethical Issues in Contemporary Nursing, 3rd Ed, Cengage LearningAmerican Nurses Association, Foundations of Nursing PackageStandards of PracticeCode of EthicsSocial PolicyRequired ReadingsAmerican Association of Colleges of Nursing, The Impact of Education on Nursing Practice, 2010American Sentinel University, Powerlessness is Bad Practice: Any Nurse can be a facilitator ofchange, White Paper, 2010Institute of Medicine, Beyond the HIPAA Privacy Rule: Enhancing Privacy, Improving HealthThrough Research, 2009Institute of Medicine, The Future of Nursing: Leading Change, Advancing Health, Report Brief,2010Nanji, F. Security Challenges of Electronic Medical Records, 2009Online Journal of Issues in Nursing, Revisiting the American Nurses Association’s First Positionon Education For Nurses: A Comparative Analysis of the First and Second Position Statements onthe Education of Nurses, 2008Robert Wood Johnson Foundation, Transforming Care at the Bedside (TCAB) toolkit, 2008Turisco, F, & J. Rhoads, Equipped for Efficiency: improving nursing care through Technology,2008Web SitesInstitute for Healthcare ult.aspx?TabId 0OCC online, Communication Styles InventoryStress Management from Mind Toolshttp://www.mindtools.com/smpage.htmlStudy Guides and Stategies Comparative Learning Series, How do you manage stress?http://www.studygs.net/stress.htmThe Joint Commission, 2011 National Patient Safety Goals
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.http://www.jointcommission.org/standards information/npsgs.aspxUniversity of Southern Mississippi Libraries, Plagiarism TutorialVark Learning Styles p?p questionnaireUS Department of Health & Human Services, Summary of the HIPAA privacy rule, 2003Table of ContentsEvaluation ProceduresReading Assignments:This course requires a time management plan and the self-discipline to follow it. You areresponsible for managing your time, completing assignments on time, completing the readings,and making inquiries as needed to complete the course effectively. This is an eight-weekcourse, which means the material must be learned in a short period of time. This requiresdedication and diligence on the part of each student.Reading assignments will be graded through evaluation of Forum responses and exams.Forum Assignments:Introductory ForumYour introductory Forum is considered by the university to be your official entry into theclassroom. You must participate in this Forum by midnight, Eastern Time on Sunday of the firstweek of class. Your initial response must be a minimum of 250 words. Read below for moreinformation about other Forum assignments in this course.The interaction that takes place within the Forum is an essential component of this course.Each week, you will be required to interact in asynchronous mode with your fellow students.Each week’s Forum contains a question that is relevant to the content for the week. Thequestions posed in the Forum will encourage you to think more deeply about the weekly lessoncontent. Your initial posting each week should be between 100-250 words. Your responses toyour classmates should be meaningful and contribute to the overall growth of knowledge aboutthe topic under discussion. The rubric by which each Forum posting will be graded is in the“Getting Started” Lesson within the classroom.For your Forum assignment each week you will be responsible for the following:1) Research and respond to the question that is posted. Your post should be substantiveand relevant to the question that is posed.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.2) Respond to at least two of your classmates. If the class size is small, this requirednumber may be changed at the discretion of your instructor. Your responses to yourclassmates(s) constitute a significant portion of your Forum grade, so be sure that theyare meaningful responses that contribute to the overall quality of the weekly discussionand encourage “out of the box” thinking. Just saying “I agree .” is not acceptable.3) If you cite any resources in the course of preparing your response, you need toreference them at the end of your post, just as you would in a paper.4) Since the discussion is asynchronous, you are not required to be online at a specific timewith either the professor or your classmates. However, as you can see, it will be difficultfor your classmates to respond in a timely manner above if you do not post your initialresponse early. Therefore, with the exception of Week 1, the initial posting in eachweek’s Forum is due by Wednesday of that week. The Forum rubric includes pointdeductions for late submission of both your initial post and your responses. If you havequestions or need additional guidance, you should email me at the college emailaddress and I will get back to you with an answer.Remember that all times in this classroom are Eastern Time (Daylight or Standard, asapplicable)Reflection ForumThe Reflection Forum will serve as the reflective journaling component of this course. In thisForum, I will post a question, or possibly a presentation, during the weeks that are indicated inyour syllabus. As with the other Weekly Forums, you should try to post your initial response tothe question by Wednesday and make comments on each other’s’ posts.In the Reflection Forum, you will be graded for your attendance and participation, not on thecontent of your discussion. There is no grade associated with responses in the ReflectionForum, although they are encouraged and appreciated. This is different than in the classroomForum, which does have a rubric for content quality. Because the chat room is intended forreflection and thoughtful sharing, I want all of you to feel free to share openly without concernabout getting a grade for what you write.Homework Assignments:Your homework assignments for this course will be two surveys, short written papers (seebelow), your reading materials, and two interviews. Information about the grading of theseassignments is available in the classroom.Exams/QuizzesYou will have two multiple-choice quizzes for this course.Papers and Essays:The work of this course will require you to submit several brief papers and assessments to meas your instructor. These assignments will be due at various times throughout the course (see
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.weekly assignments below). Detailed instructions for each of these writing assignments areavailable in the classroom.You will need to submit your papers through Turnitin.com, which is an anti-plagiarism website.Instructions for accessing this website are given at the end of the syllabus.Grading of papers will be graded using the APUS undergraduate assessment rubric, available inthe classroom.Grading ScaleGrade InstrumentsIntroductory ForumForum submissionsCompletion of online assessmentsReflection Forum participationAssignmentsPapersQuizzesEnd of course surveyTotalPoints2%25%10%12%20%20%10%1%100%Table of Contents8 – Week Course OutlinePlease see the Student Handbook to reference the University’s grading scale.Table of ContentsWeekTopicKnow yourself; self-careplan1Oct. 1-7,2012LearningObjectives1. Identify sourcesof stress in my life2. Determinemethods that canbe used tominimize stressorsthat may interferewith personal orReadingsPlagiarism tutorialManaging stress onlinereadings found in Week 1LessonAssignmentIntroductoryForumWeek 1 ForumWeek 1 ReflectionForum
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.educational goalsLearning &communication styles1. Recognizepersonal learningandcommunicationstyles2. Evaluate theeffect of thesestyles on yourprofessionalpracticeVark inventoryCommunication stylesinventoryWeek 2 ForumBaccalaureateprofessional practice1. Describe therole of thebaccalaureatenurse in clinicalpractice2. Recognize waysin whichbaccalaureateprepared nursescan impact patientoutcomes3. Evaluate therole that nurseleaders play inmanaging rapidchange inhealthcare.ANA Standards of PracticeInterviewcolleague whoobtained degreethrough RN toBSN program2Oct. 8-14,20123Oct. 1521, 2012ANA Social Policy StatementCarnegie Report on NursingEducationWeek 3 ForumImpact of education on nursingpracticeWeek 3 ReflectionForumIOM Future of Nursing ReportBriefComplete selfassessment ofprofessionalism innursing andsubmit asassignment“All Nurses can be leaders”Quiz #1Assessing clinical andtechnology skills4Oct. 2228, 20121. Recognize therole of CIS systemsin providing anddocumentingpatient care2. Evaluatepersonal clinicaland technologicalexpertise3. Formulate shortand long termprofessional goalsbased onevaluationsBenner’s stages of professionaldevelopment“Equipped for Efficiency”Week 4 ForumCompleteassessment oftechnological skillsand submit asassignmentWrite ProfessionalDevelopment planand submit as anassignment
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.Ethical standardsHIPAA1. Identifypersonal beliefsand values andtheir relationshipto professionalnursing practice2. Evaluate theimpact ofelectronic medicalrecords on patientprivacyBurkhardt & Nathaniel,Chapter 3ANA Code of EthicsNursing in historical andpresent context1. Demonstrate anappreciation ofthe history of andcontemporaryissues in nursingand their impacton current nursingpractice2. Identify changesin nursingeducation overtime and theirimpact on nursingpracticeNursing Education throughTimeTransforming Care at theBedsideWeek 6 ForumColleagueinterviewCulture of Safety1. Identifycomponents of anorganizationalculture of safety2. Review yourorganization for itsculture of safety3. Begindevelopment of aplan to bringabout change inyour organizationrelated to patientsafetyJoint Commission NationalPatient Safety GoalsIHI 5 Million Lives SavedCampaignCulture of Safety onlineassessmentWeek 7 ForumCulture of SafetyreportCulture of Safetyassignment5Oct. 29Nov. 4,20126Nov. 5-11,20127Nov. 1218, 2012Understanding HIPAAChallenges of ElectronicMedical RecordsIOM Report review of HIPAAWeek 5 ForumWeek 5 ReflectionForumEthics paperQuiz #2
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatoryreference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to theupdated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus mayNOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify coursetextbooks, please refer to the online course description through your student portal. This syllabus is proprietary materialof APUS.Scope of Practice8Nov. 1925, 20121.Compare/contrast the roles of thenursing professionwith others on thehealthcare team2. Review thenursing scope ofpractice in yourstateReview Nurse Practice ActReview practice acts of otherhealthcare team membersWeek 8 ForumWeek 8 reflectionForumEnd of coursesurveyTable of ContentsPoliciesPlease see the Student Handbook to reference all University policies. Quick links to frequentlyasked question about policies are listed below.Drop/Withdrawal PolicyPlagiarism PolicyExtension Process and PolicyDisability AccommodationsWriting ExpectationsAll written submissions, including papers and Forum submissions, should be clearly written andcorrectly referenced as described below.Citation and Reference StyleStudents will follow the APA format as the sole citation and reference style used in writtenwork submitted as part of coursework to the University. Assignments completed in a narrativeessay or composition format must follow the citation style cited in the APA Style Manual.Information about APA citation style c
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may
There is much to celebrate at Dubbo West Public School this fortnight. The end of Term 3 has seen NAPLAN results returned, NAIDOC week Public Speaking District and Regional finals, Western Region . Tullamore Central School, Parkes East Public School, Condobolin Public School, Nyngan Public School, Eumungerie Public School, Middleton Public .
School of Public Health Mission Statement, Vision and Goals 4 School of Public Health Administration 6 Curriculum Goal and Objectives 7 Textbook Policy 7 Credit Transfer Policy (Master and Doctor of Public Health) 8 Master of Public Health (MPH) Academic Requirements 9 Master of Public Health (MPH) Core Requirements 9
Director, Center for Public Health Practice Assistant Professor – Practice OSU College of Public Health An Update on Public Health: Integrating Public Health and Healthcare from Planning to Implementation 2014 Update, Mirror, Mirror On The Wall: How the Performance of the U.S. Health Care System Compares Internationally.
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Essential Public Health Service #3: Results At-A-Glance Inform, Educate, and Empower People about Health Issues This essential service includes Health information, health education, and health promotion activities designed to reduce health risk and promote better health. Health communication plans and activities such as
National Institutes of Health (NIH) in Bethesda, MD. The purpose of the Workshop was to hear from both public health and public housing professionals regarding public health strategies they have found to be effective in public housing communities. The Workshop focused on the (1) health conditions: asthma and cardiovascular disease (CVD) and (2)
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the public health system organized around public health programs to ad-dress emerging threats like the rising burden of chronic disease and emerg-ing infectious disease like HIV/AIDS. We now find ourselves in a third phase for public health - Public Health 3.0 - that calls on us to think beyond traditional public health departments and
